2007 Volume 16 Pages 77-87
Faced with a difficult situation, some teachers are overwhelmed but others can survive. What makes the difference? In an attempt to answer to this question, this paper investigates the structure and function of "teacher resilience". Resilience is the ability to adapt oneself to a difficult situation which could, in the absence of sufficient resilience, produce maladaptation. Teacher resilience in this paper refers to the development of a teacher's ability to adapt in their stressful everyday life.
This study attempts to explain teacher resilience as a phenomenon with avoiding "burnout" and maintaining "teacher efficacy" and "job satisfaction" as the outcome variables because teacher resilience may prevent teachers from becoming burnt out or help to prevent reduction of efficacy and satisfaction, despite negative experiences in their lives that can be risk factors. The present study also investigates the effects of positive events in their lives, since positive experiences help to prevent teachers from burning out and strengthen their efficacy and satisfaction.
In order to examine teacher resilience, a questionnaire survey of 386 in-service teachers was conducted. The authors developed a questionnaire based on a "Teacher Resilience Scale", a "Burnout Inventory", and a "Teacher Life Event Scale". The data was analyzed using factor analysis, analysis of variance, and covariance structure analysis.
From the results, it can be said that the phenomenon of teacher resilience reflects the relation between teacher resilience as a personal quality and daily experiences in the teacher's particular environment, and it can function to protect him/her against becoming burnt out or feelings of helplessness. Moreover the results may suggest some useful insights into stress management strategies and teacher supports.
